The Impact of Grammar Translation on Communicative Skills of Second-Year Students in English Language Learning:

A Case Study at the Faculty of Education, Al-Khums, Elmergib University

الملخص

In today's interconnected world, effective communication is crucial for a nation's progress, particularly as Libya seeks engagement with English-speaking nations. The Grammar Translation Method (GTM), historically favoured for teaching English, employs the mother tongue to build a foundation in the foreign language. However, a shift from language comprehension to practical usage highlights the limitations of GTM in Libyan schools . This study explores GTM's impact on the communicative, vocabulary, and comprehension skills of a specific student group. It tests the hypothesis that prolonged exposure to GTM results in minimal improvement in communication skills. Findings show student performance variation influenced by factors like confidence, level, and gender, with teaching methods being the primary determinant. Student progress is hindered by factors such as lack of motivation, dependence on teachers, and limited communication activities. Despite yearly passage, students exhibit minimal improvement, affirming the hypothesis. To address these challenges, a proposed shift is advocated – moving from subject-focused teaching to prioritizing communication skills. To emphasize the entry examination's requirement for English comprehension proficiency highlights the need for suitable teaching methodologies to address the core issue.